Music is a language. It involves maths, science and technology. It is geography, history, culture in society and sometimes religion, too. Music also, of course, closely relates to the other ‘arts’, including art, drama, film and media.
At MVC, the Key Stage 3 curriculum aims to introduce students to a broad range of music from a wide variety of historical and geographical contexts. In doing so, we aim to promote and develop a sense of cultural understanding and international mindedness in our students.
The Key Stage 3 topics covered also foster transferable skills such as listening, creative and critical thinking and the development of confidence in presenting and performing. These broad skills are then expanded upon at Key Stage 4.
"Music is a world within itself, with a language we all understand." Stevie Wonder
Throughout KS3, students’ learning and assessment is centred around the three core areas of Music; these are comprehension, composing and performing.
Via a broad range of listening, creative and performing tasks based on a breadth of topics, students develop knowledge and skills progressively over time. The level of musical vocabulary and skills expected during lessons becomes gradually more challenging throughout the Key Stage.
In order to promote students’ memory of the content learned, language linked to the musical elements is continually used, paraphrased and referred back to, throughout the Key Stage.
In addition to summative assessments which take place at the end of each topic listed in the table below, the checking of learning takes place in every lesson through an ongoing dialogue between the teacher and students. During listening based activities, differentiated and open questioning is regularly activated in order to check students’ comprehension of musical vocabulary. During practical based activities, constructive peer and teacher verbal feedback is engaged, with ‘What Went Well’ and ‘Even Better If’ based comments, in order to establish students’ areas for development/ next steps. In advance of all summative assessments, every student has the opportunity to gain feedback and develop their work.
The text in italics in the table below indicate where in the programmes of study the NC objectives are embedded.
|
Half term |
Topics studied; skills and knowledge |
How this will be assessed |
|
Autumn - 1 |
Instruments of the Orchestra Students learn to recognise the sound, musical features of and styles associated with the core instruments of the string, brass, woodwind and percussion families. Students then apply their learning through creating and performing a motif play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression improvise and compose; and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions |
*Please find information about *Formative Assessment above Summative assessment (for Instruments of the Orchestra) Keyboard assessment (Practical) |
|
Autumn - 2 |
Introduction to World Music Students learn about the traditional musical instruments and musical features and characteristics associated with: Africa, India, Indonesia, China, Japan and Latin America Students also learn about the use of music in society, within each area/ culture. Students then apply their learning through creating a short piece of music inspired by each World Music area/ culture. improvise and compose; and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions identify and use the inter-related dimensions of music expressively and with increasing sophistication, including use of tonalities, different types of scales and other musical devices |
Keyboard assessment (Practical) |
|
Spring - 1 & 2 |
Western Arts Music Students learn a historical narrative of Western Art Music, including the great composers, instruments and styles associated within the Medieval, Renaissance, Baroque, Classical and Romantic eras. Students then apply their knowledge and understanding through a range of short composing tasks. listen with increasing discrimination to a wide range of music from great composers and musicians develop a deepening understanding of the music that they perform and to which they listen, and its history improvise and compose; and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions |
Written test & Composing assessment |
|
Summer - 1 |
Solo Musical Performance With the choice of singing or playing a musical instrument, students learn repertoire as homework, then perform during lessons. Constructive feedback (WWW EBI) is then shared, informing practice to be done in time for the next lesson. play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression |
Practical assessment |
|
Summer - 2 |
Introduction to Free Composition Building on their knowledge, understanding and skills developed earlier in the year, students create a short piece of music with one, complete and full section. (30 secs +) improvise and compose; and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression |
Keyboard (or other instrument) assessment |
|
Half term |
Topics studied; skills and knowledge |
How this will be assessed |
|
Autumn - 1 |
C Jam Blues Students learn how to play the C Blues scale in the right hand and primary (1, 4 & 5) chords in the left hand (the 12 bar Blues). Students then have the opportunity to improvise using these skills. improvise and compose; and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions identify and use the inter-related dimensions of music expressively and with increasing sophistication, including use of tonalities, different types of scales and other musical devices play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression |
Keyboard (Practical) assessment |
|
Autumn - 2 |
Minimalism Students learn about the composers and musical features of contemporary classical music. (Reich/ Adams/ Richter). Students then practice rhythmic and structural conventions through creating their own ‘Minimalist’ style pieces. develop a deepening understanding of the music that they perform and to which they listen, and its history improvise and compose; and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions |
Keyboard (Practical) assessment |
|
Spring - 1 & 2 |
Jazz Music Students learn a historical narrative of Jazz Music, including the influential pioneers, sounds, instruments and musical features associated with Early Jazz, Bebop, Modal, Latin and Modern Jazz genres. Students then create music building on skills developed during the Blues topic. listen with increasing discrimination to a wide range of music from great composers and musicians develop a deepening understanding of the music that they perform and to which they listen, and its history improvise and compose; and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions identify and use the inter-related dimensions of music expressively and with increasing sophistication, including use of tonalities, different types of scales and other musical devices |
Written test & Composing assessment
|
|
Summer - 1 |
Pop Music Band Project (1) Working in chosen/ guided ensemble groupings of 3 – 7, students learn beginner/ intermediate (differentiated) level song parts. play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions |
Singing/instrumental assessment |
|
Summer - 2 |
Development of Free Composition Students create a piece in binary form. (45 secs +) improvise and compose; and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions |
Keyboard (or other instrument) (Practical) assessment |
|
Half term |
Topics studied; skills and knowledge |
How this will be assessed |
|
Autumn - 1 & 2 |
Film Music Students learn about the great film composers and listen to various extracts of ground-breaking and inspirational soundtracks. Students learn about soundtracks from the following genres: Horror Action Science Fiction Romantic THEN Students apply some of the musical/ theoretical concepts learned in devising their own, short film motif(s)/ soundtrack. develop a deepening understanding of the music that they perform and to which they listen, and its history listen with increasing discrimination to a wide range of music from great composers and musicians identify and use the inter-related dimensions of music expressively and with increasing sophistication, including use of tonalities, different types of scales and other musical devices improvise and compose; and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and tradition |
Keyboard (Practical) assessment |
|
Spring - 1 & 2 |
Pop Music Students learn a historical narrative of 1960s – 2020’s Pop Music. Including, some famous and influential artists and bands, genres and subgenres as well as developments in music technology and the way/s music was and is now accessed. THEN Pop Music Band Project (2) Working in chosen/ guided ensemble groupings of 3 – 7, students learn intermediate/ advanced (differentiated) level song parts. play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions |
Written assessment & Singing/ Instrumental Assessment |
|
Summer - 1 & 2 |
Consolidation of Free Composition Students create a piece in ternary form. (1 min +) improvise and compose; and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression |
Keyboard (or other instrument) (Practical) assessment |
Homework set will be in the form of ‘flipped learning’, where student’s either listen to extracts of music relevant to their forthcoming lessons/ topics, or, to prepare ‘actual’ musical parts relevant to practical tasks based on relevant topics.
Homework for students learning to sing or play a musical instrument is differentiated but should be regular and often.
MVC Choir
An inclusive Choir, open to Years 7 – 11 is available to all students, on Wednesdays 15.00 – 16.00
(Directed by Mr Thomson)
MVC Show Band
An inclusive ensemble for all instrumental musicians, open to Years 7 – 11, is available on Tuesdays 15.00 – 16.00
(Directed by Mr Thomson)
MVC Peripatetic Lessons (one-to-one lessons)
MVC offers one-to-one music tuition in the following disciplines:
The MVCi brochure and form to book lessons is available here.
For any other information please contact Mr Thomson: jthomson@melbournvc.org
Melbourn Village College
The Moor, Melbourn
Royston SG8 6EF
Tel: 01763 223400
Email: office@melbournvc.org Absence: absence@melbournvc.org
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Melbourn Village College is an academy of The Cam Academy Trust, a company limited by guarantee and registered in England and Wales with company number 0749 1945.
The registered office is at Comberton Village College, West Street, Comberton, Cambridgeshire, CB23 7DU
